SSI-Based PBL Integrated Essay Test as a Solution to the Problem of Scientific Argumentation Skill

Amelia, Sarah and Johan Wicaksana, Ervan and Mursyd, Danial (2025) SSI-Based PBL Integrated Essay Test as a Solution to the Problem of Scientific Argumentation Skill. Pedagogia: Jurnal Pendidikan. ISSN 2548-2254 (In Press)

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Abstract

Scientific argumentation skills are important skills that help students develop logical, critical, and systematic thinking. However, the learning models used previously have not fully maximized the improvement of these skills. This study aims to analyze the effect of using innovative learning models to improve scientific argumentation skills, with a focus on the application of the SSI-based PBL model in biology learning with material on the human coordination system. The study was conducted at SMAN 8 Muaro Jambi in the 2024/2025 academic year in class XI Phase F. The sample for this study was selected using purposive sampling with a total of 70 students. Class XI F1 was designated as the experimental group, while class XI F2 was the control group. The research design used was quasi-experimental, employing a non-equivalent pretest-posttest control group design. Data were analyzed using the One-Way ANCOVA test, and the results of the hypothesis testing indicated that the use of the Problem-Based Learning model rooted in Social Scientific Issues had a positive effect on students' written scientific argumentation skills, yielding [F(1,67) = 5.521, p = 0.022, np² = 0.076]. Thus, it can be concluded that the Problem-Based Learning model rooted in Social Scientific Issues has a moderate impact on improving students' written scientific argumentation skills. The results of this study have implications for the development of science education, particularly in the application of the PBL model based on SSI Kemampuan argumentasi ilmiah merupakan keterampilan penting yang membantu peserta didik mengembangkan pemikiran logis, kritis, dan sistematis. Meskipun demikian, model pembelajaran yang digunakan sebelumnya belum sepenuhnya memaksimalkan peningkatan keterampilan ini. Penelitian ini berupaya untuk menganalisis pengaruh penggunaan model pembelajaran inovatif untuk meningkatkan kemampuan argumentasi ilmiah, dengan fokus pada penerapan model PBL berbasis SSI pada pembelajaran biologi dengan materi sistem koordinasi manusia. Penelitian dilakukan di SMAN 8 Muaro Jambi TA 2024/2025 pada kelas XI Fase F, sampel pada penelitian ini dipilih melalui metode purposive sampling dengan jumlah 70 peserta didik. Kelas XI F1 ditetapkan sebagai kelompok eksperimen, sedangkan kelas XI F2 sebagai kelompok kontrol. Desain penelitian yang digunakan adalah Quasi-Experimental, menggunakan desain non-equivalent pretest posttest control group. Data dianalisis menggunakan uji One Way Ancova, dan hasil pengujian hipotesis menunjukkan bahwa penggunaan model Pembelajaran Berbasis Masalah berbasis Isu-isu Sosial Ilmiah memberikan pengaruh positif terhadap keterampilan argumentasi ilmiah tertulis siswa, menghasilkan [F(1,67) = 5,521, p = 0,022, np² = 0,076]. Dengan demikian, dapat disimpulkan bahwa model Pembelajaran Berbasis Masalah yang berakar pada Isu-isu Sosial Ilmiah memiliki dampak sedang terhadap peningkatan kemampuan argumentasi ilmiah tertulis peserta didik. Hasil penelitian ini memberikan implikasi bagi pengembangan pendidikan sains, terutama dalam penerapan model PBL berbasis SSI.

Type:	Article
Subjects:	L Education > L Education (General)
Depositing User:	AMELIA
Date Deposited:	03 Jul 2025 01:11
Last Modified:	03 Jul 2025 01:11
URI:	https://repository.unja.ac.id/id/eprint/81127

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